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Learning with Virtual Reality

Authors:

Abstract

This guest lecture introduces the concepts of Virtual Reality (VR) and 360-degree immersive video into teaching and learning. In this lecture, I define the current paradigms on the use of VR and immersive video followed by how and why we should move from traditional pedagogies to more future proof ones. Further, I introduce several do-it-yourself resources for easy creation and integration of VR and 360-degree video into mainstream teaching and learning.





 

 ! "#$
 !"#!$%
&'()*+
,

-
.
.increasing
access 

integrating new
technologies and
pedagogies 
teaching and learning
learning
should be fun
care about
the future ./

&'+%0,
1-

technology enabled learning
Catering to the last rung/

With open arms /

0all senses and
perceptions
Boldly
/
&'##2
,-
%!&$'
(!
)

*'
&'%3
,
45-
67denition of
virtual reality7
/8/
9virtual:
9reality:
near
what we
experience as
humans
6.
9near-reality:
&';<(=
.'
6
6
A three-dimensional, computer
generated environment7
>

6person becomes part of
this virtual world
.
6person is able to
manipulate objects or perform
a series of actions within
..
&'01?
.'
,-
Using the real thing is
dangerous
"
."@
Give the disabled the
opportunity 
>"
.

Travel, cost, logistics
//
'
..
6'..
manual dexterity or
physical movement
A'
interesting and fun
Pantelidis, V. S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual
reality. Themes in Science and Technology Education, 2(1-2), 59-70.
&'BC>+
, +!D
-
'immersive videos 
spherical videos
a view in every
direction is recorded at the same
time
6.shot using an
omnidirectional camera or a
collection of cameras
'on normal #at
display the viewer has control of the
viewing direction '
can also be played 
Earranged in a cylinder or
some part of a sphere
&'F<<
, +!D
.-
Learners can look around during
playback D
Easily interacted with a'ordable
headsets;0

personal eldtrips6
able to transport students 
/

'better connections with
their learning .".
>>
engage with their
surroundings
69sense of presence:"
..
greater empathy and deeper
understanding
8D/D +!D.D.DDD


&'#G/F
<
&'0H?
,D


0.


I
;0
&'J(/!%!
*6 +!D


K
+!D.

.
."
J;
*6
KDC/
.
/'/
.45>
L/7AM"
/.

</16A"'

N
."/",A>
"";
0
8/.
.>
 +!O"
'//
'
(
'
Move away from tradition
Think like a learner6.
.
;.>'
'./>
Think immersive. Think non-
leaner. Think 360-degrees/
D"

Don’t pay too much
attention to the
technicalities=
8
:/F6

Most of this
stu' can be done yourself.
Be a JEDI and change YOUNG MINDS!
Be a JEDI and change YOUNG MINDS!
&'F +;
6'
&'P;PQQ
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